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Tsou, W., Wang, W., & Li, H. Y. (2002). How

computers facilitate English foreign language

learners acquire English abstract words. Computer

& Education, 39, 415-428.

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Citation

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Content

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CAL Computer as Aid to Learning

+

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CAL• Computer

as Aid to Learning

CAI• Computer-

Assisted Instruction

CBI• Computer-

Based Instruction

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Tutorials

SimulationsGame

Tests Drills

CAL

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- To investigate if the learning system

has the efficiency for students to learn

abstract words.

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Concrete words

• book• cat• pencil

Abstract words

• who• yours• interesting

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cell phone

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this

hobby

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Controlgroup

36 students

Experimentalgroup

38students

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Methodology

Methodology

From “2000 most frequent words”(Burkhard, 1999)

The recommended elementary English materials by

the City Bureau of Education

(Cant et al., 1999; Frazier & Nakata, 1944a; Young & Eisele, 1999b)

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hobby, this, that, what, where, which, when, how, whose, yours, mine, hers, his

hobby, this, that, what, where, which, when, how, whose, yours, mine, hers, his

Control

• Traditional instruction

• Achievement test

Experimental

• Computer-assisted Instruction (CAI)

• (Learn only by computer)

• Achievement test & Survey

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Achievement Test

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Q1. These books.

Q2. This is a cat.

Q3. That is an umbrella.

Q1. Those toys.

Q2. These pencils.

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Five–level Likert Scale

SA A N D SD

Strongly Agree

Agree Neither Agree nor Disagree

Disagree Strongly Disagree

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Survey

I. Content of the abstract word learning system1. The information provided in the content is correct. (SA)(A)(N)(D)(SD)2. The information in the system has educational value. (SA)(A)(N)(D)(SD)3. The content can be integrated into the school curriculum. (SA)(A)(N)(D)(SD)4. The content can be applied in real life situation. (SA)(A)(N)(D)(SD)5. The difficulty level of the content is appropriate. (SA)(A)(N)(D)(SD)6. The display of the content is clear and logical. (SA)(A)(N)(D)(SD)7. The focus of the content is clearly specified. (SA)(A)(N)(D)(SD)

II. Learning with the abstract word learning system8. The learning goal of the system is clearly stated. (SA)(A)(N)(D)(SD)9. The stated goal can be achieved. (SA)(A)(N)(D)(SD)

10. The animation and the sound effects of the content can effectively facilitate learning.(SA)(A)(N)(D)(SD)11. The system can raise students’ motivation in learning English. (SA)(A)(N)(D)(SD)12. The system can help trigger students’ learning creativity in language learning. (SA)(A)(N)(D)(SD)13. The system can instantly react to students’ responses. (SA)(A)(N)(D)(SD)14. The system can integrate students’ prior knowledge into learning new materials. (SA)(A)(N)(D)(SD)15. The content learned can easily be applied to real world. (SA)(A)(N)(D)(SD)

III. Designs of the system16. The materials provided are clear and understandable. (SA)(A)(N)(D)(SD)17. The instructions for operation are clear. (SA)(A)(N)(D)(SD)18. The materials are well presented. (SA)(A)(N)(D)(SD)19. It is user friendly and can be operated alone. (SA)(A)(N)(D)(SD)20. The system can easily be accessed via regular computers. (SA)(A)(N)(D)(SD)

The information provided in the content is correct.

The learning goal of the system is clearly stated.

The materials provided are clear and understandable.

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Result

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13.13-9.66= 3.47

On average increased 3.47 on the final achievement .

13.28-12.5=0.78

On average had only 0.78 gain in the final exam and this increase did not achieve the 0.05 significant level.

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The empirical result supported the hypothesis of the study.

The abstract word learning system has shown its efficiency in assisting pupils in learning English abstract words.

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More abstract words need to be included in the system.

An online conversation (with teacher and classmates) and writing composition mechanism is being considered in the expectation .

Adaptive learning paths based on the learners’ responses and feedbacks.

Simulation of real world scenarios could be included for learners to actually practice the newly learnt vocabulary through role-play. .

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Reflection

Did not tell what kind of data analysis did they use.

Did the questionnaire has the reliability for elementary school students?

The study should consider the threats to internal validity because the participants were young children.

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